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Describes the development and application of an aerosol model for regional air quality simulations. The aerosol model MADE is based on a modal concept and describes the chemical composition and the size distribution of atmospheric particulate matter. Primary as well as secondary aerosol components are considered in the model, which is fully integrated into the photochemical transport model EURAD. The model system has been applied to a European domain with different resolutions, using a one‐way nesting procedure. Simulations show the potential importance of secondary organics of anthropogenic and biogenic origin for the tropospheric particle loading. In addition it is shown that a reduction in precursor emissions for the inorganic ion fraction of PM (sulphate, nitrate and ammonium) does not necessarily lead to an equivalent reduction in PM2.5 mass concentrations, as for example a reduction in sulphate aerosol caused by reduced SO₂ emissions might be compensated by enhanced formation of nitrate aerosols in certain regions.

The shopping and consumption habits of consumers in industrialized countries are leading causes of environmental degradation. There are many women entrepreneurs stepping up to the challenge of changing our purchasing habits to begin to repair the damaging effects of decades of frivolous consumption. This chapter highlights several young women entrepreneurs who are creating unique retail experiences in apparel, beauty, and fashion products and changing the way customers feel about sustainability.

The purpose of this paper is to examine how a middle school science teacher, new to programming, supports students in learning to debug physical computing systems consisting of programmable sensors and data displays.

This case study draws on data collected during an inquiry-oriented instructional unit in which students learn to collect, display and interpret data from their surrounding environment by wiring and programming a physical computing system. Using interaction analysis, the authors analyzed video recordings of one teacher’s (Gabrielle) pedagogical moves as she supported students in debugging their systems as they drew upon a variety of embodied, material and social resources.

This study presents Gabrielle’s debugging interactional grammar, highlighting the pedagogical possibilities for supporting students in systematic ways, providing affective support (e.g. showing them care and encouragement) and positioning herself as a learner with the students. Gabrielle’s practice, and therefore her pedagogy, has the potential to support students in becoming better debuggers on their own in the future.

While much of the prior work on learning to debug focuses on learner actions and possible errors, this case focuses on an educator’s debugging pedagogy centered on the educator debugging with the learners. This case study illustrates the need for educators to exhibit deft facilitation, vulnerability and orchestration skills to support student development of their own process for and agency in debugging.